Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya.

Michael T Willoughby,Catherine Henny,Tabitha Nduku,Benjamin Piper,Sarah Zimmermann,Katherine Merseth King

doi:10.3389/fpsyg.2021.633049

Michael T Willoughby, Catherine Henny + Show 4 more

Open Access

https://doi.org/10.3389/fpsyg.2021.633049

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Abstract

This study adapted and tested the efficacy of the Red-Light Purple-Light (RLPL) games for improving executive function (EF) skills in preprimary classrooms in Nairobi, Kenya. A cluster randomized controlled trial was used to evaluate the efficacy of the adapted RLPL intervention. Specifically, 24 centers (including 48 classrooms) were randomized to the RLPL or a wait-list control condition. Consistent with previous studies, participating classrooms delivered 16 lessons across an 8-week intervention period. A total of 479 children were recruited into the study. After exclusions based on child age and data quality, 451 and 404 children (90% retention) had completed computerized assessments of EF skills at pre- and posttest assessments, respectively. Children in the RLPL centers did not demonstrate any improvements in EF skills relative to their peers in the wait-list control condition (Cohen’s ds = −0.14 to 0.03, all ps > 0.20). Exploratory tests of moderators (language of assessment, grade, school type, baseline ability) were also all null. Results are discussed with respect to measurement limitations and contextual factors that may explain the null results of RLPL on EF skills in young children in Kenya.

Highlights

Executive function (EF) skills are cognitive processes that support goal-directed behavior and that facilitate the transition to formal schooling (Blair and Raver, 2015)
EF skills can be improved through intervention, and early childhood may be a sensitive period for interventions
Whereas explicit cognitive training and self-regulatory programs were associated with moderate-sized increases in EF skills, physical activity and EF-specific classroom curricula were associated with small increases in EF skills

Summary

Introduction

Executive function (EF) skills are cognitive processes that support goal-directed behavior and that facilitate the transition to formal schooling (Blair and Raver, 2015). Most of what is known about EF skills is derived from research in high-income countries, EF skills are germane to early learning and school readiness in low- and middle-income countries (LMICs) (Obradovicand Willoughby, 2019). Efforts to improve children’s EF skills have taken multiple forms, including cognitive training programs (Aksayli et al, 2019), physical activity programs (Erickson et al, 2019), classroom curricula that target EF (Solomon et al, 2017), and the promotion of classroom management procedures and high-quality instructional practices (Bierman et al, 2008; Raver et al, 2011). Whereas explicit cognitive training and self-regulatory programs were associated with moderate-sized increases in EF skills, physical activity and EF-specific classroom curricula were associated with small increases in EF skills. Some programs were differentially effective for typically developing compared to atypically developing children

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